A D O L E S C E N T D E V E L O P M E N T & C O M M U N I C AT I O NMIT -- WINTER 2008 – UPDATED SYLLABUS IN GREEN 1/29/09LEARNING OBJECTIVES Implicit theories of adolescence:What you’ll learn: To develop a metacognitive awareness of the self within the broad range of themes and experiences of adolescence. To notice how what you bring from your past as an adolescent relates to what yousee and how you respond to the adolescents you work with. You will develop this awareness by (the learning opportunity): - writing autobiographical reflections on the themes of adolescence we read about- examining both themes and individual differences in our stories, the adolescent literature and seminar texts.You will demonstrate your awareness by (assessment): - writing a summative reflection in which you identity the factors that might influence your interactions with and decision making for adolescents.Theories of cognitive, moral, and identity adolescent developmentWhat you’ll learn: To inform and broaden your implicit theories about adolescence by taking into account other theories of adolescent development that may be relevant to you as teachers. To apply and examine how the theories both inform what you notice about adolescents and how you make decisions to support their learning and development.You will develop your knowledge of other theories (the learning opportunity): - through readings and presentations on theoretical perspectives;- by analyzing vignettes from field experiences through the lens of the theories; and- by analyzing an adolescent literature text through the lens of theoretical perspectives on individuation, identity and cognitive development.You will demonstrate your understanding of the theories by (assessment): - analyzing a vignette using the theoretical lenses we worked with; and- examining implications for teaching using the theories and experiences of adolescence.Communicating with adolescentsWhat you’ll learn: To use a series of communication strategies for engaging with adolescents and their parents, in ideas, issues and problem solving. You will develop your skill with these communication strategies by (the learning opportunity):- Reading How to talk so kids can learn at home and in school- Applying the strategies to classroom vignettesYou will demonstrate your knowledge and skill with the strategies by (assessment): - Completing an internalization exercise (quiz  ) on the steps that each of the strategies entail- Role playing a problem solving scenario and a parent conference (performance assessment)The syllabus on the next page reflects the current plan for our work together. Of course, all good plans are not set instone, but use assessment and observation to be responsive to the ongoing needs of the learners. I will keep you abreast of any changes.ACTIVITIES Music/Poem from youth- Each week one of you will set the tone for our work by bringing in a poem or a piece of music that is either (i) relevant to your life as an adolescent; (ii) that is popular among the youth today; or (iii) that relates to the theme for the previous/current week as you understand it. Autobiography & Reflection on your adolescence- Each week you should take time to reflect on your own adolescence and spend at least 30 minutes writing a reflection on the significant experiences, issues, and influences on your life during that time. Each week take a moment to consider how the concept discussed in the prior week influences what you notice and how you make sense of your experience.Literature circle- Week 3 – Come prepared to discuss short story that I’ll hand out in class. - Week 4 -- Come prepared with a short summary of the book as a way to introduce the text to your peers. As part of that summary identify the key adolescent characters in the story, the context of the story, the general issue and plot of the story, and the issues of adolescence book draws attention to. - Between weeks 3 and 7 you will each come prepared to class with a specific passage (page # /quote) from your novel that is relevant to the theme for that week. A passage that you could use to examine the way youth think about ideas/issues, grapple with their role as adolescents, their autonomy, identity or issues of right and wrong and fairness using the lenses of the theories that we discussed. - You will work with your literature circle group to analyze specific passages and address guiding questions relevant to the theory for that week.Communication- Each week you will practice the communication strategy outlined in the Faber chapters for the week in two ways: You will (i) role play vignettes informed by your experiences in the field as well as ones that I bring in using the strategy for the week; and (ii) practice the strategy by writing practice dialogues each week as homework. ASSESSMENT & FEEDBACK STRATEGY: Formative assessment (i.e. how I”ll learn about your understandings) and Ways in which you’ll receive push back on your thinking: - Regular peer dialogue/feedback in class on use of theories and communication strategies.- I’ll collect your work (i.e. autobiographies, communication dialogues) each week to help me notice themes in your developing conceptions and questions. I will not necessarily provide individual feedback on each piece of your work. Rather, I’ll often provide group feedback in class and I’ll build what I learn from you into the learning opportunities for the following weeks. As a result the focus/content for each week may change.Summative assessment (i.e. ways in which both you and I will be able to see what you have internalized and been able to apply from the content of the learning objectives). Here, I’m reiterating the 3rd part of each objective on page 1. - Internalization exercise (quiz) on communication steps and strategies (week 7)- Problem-solving and ideal conference role plays (week 9)- Summative reflection in which you identity the factors that might influence your interactions with and decision making for adolescents. (due week 10).- Analysis of vignette using theoretical lenses (week 10)SCHEDULE: Adolescent Development 1:00 – 2:30 Communication 2:45 – 4pmWeek 1 Implicit theories about - Reflection on your adolescence - Vignettes on adolescence from the field- Make sense of vignettes using our implicit theories about adolescence. Using these vignettes to begin identifying and examining those implicit